Commentary on "Experiential Learning in Pediatric Physical Therapist Education: Faculty and Student Perceptions".

Abstract

“How could I apply this information?” In their research, the authors identify that experiential learning (EL) with children in physical therapist education varies by program. Despite this, students and faculty agree that EL with children positively contributes to students' learning. Further, students value quality more than the quantity of EL with children. Pediatric physical therapy faculty may enhance students' perceived value of EL by clearly describing the goals of the EL activity and focus on direct interaction between students, children, and their families. A common barrier to EL is access to children with participation restrictions and their families. Faculty and local pediatric physical therapists must be proactive in developing partnerships to expand opportunities for meaningful EL with children. Cocreating a process to identify and recruit EL participants may decrease the administrative burden of implementing EL activities on campus and in the community. As faculty and clinicians work to improve EL opportunities for students, they may feel more equipped for an entry-level pediatrics position at graduation. “What should I be mindful about when applying this information?” There was small number of study participants compared with the total number of accredited Doctor of Physical Therapy (DPT) programs, as only 109 faculty and 20 students from 263 currently accredited DPT programs were included. Readers must also consider the potential bias of participants when generalizing the identified themes. Topics that were not covered in the article were how often clinicians from the community were involved with EL opportunities and their impact on quantity and quality of EL. This limits the understanding of the role of the clinician in EL. Questions remain about how the quantity or quality of EL influences students' decisions about pursuing a career in pediatric physical therapy at graduation. Chelsea Lasky-McFarlin, PT, DPT The University of North Carolina Health Care System, Chapel Hill, North Carolina Tricia Catalino, PT, DSc Hawai'i Pacific University, Honolulu, Hawaii